Abstract
Racial injustice has traditionally been observed from the viewpoint of its impact and outcomes. Subsequently, educators and policy makers have generally focused on outcomes; unequal oppor-tunity structures, disparities in educational achievement, the school-to-prison pipeline, dispropor-tional health indicators, incarceration rates, and harsher punishment in school and judicial sys-tems, are just a few of the contexts by which this nation’s racialized roots can be measured for present day mistreatment and disparate outcomes for minoritized populations. As policy makers and educators look to the impact of racial injustice, a true ontological vantage would reveal the cause as well as the perpetuation of these outcomes. As the current COVID-19 pandemic contin-ues, and with increased interest in online learning, it is vital that teachers and professors seek new pedagogy and tools to teach about racism. Our study examined whether a virtual 1-hour presen-tation on white humanists influences students’ understanding of racial justice. Our research demonstrates that a colonized curriculum impacts student’s outlook on the world and themselves. Inversely, when we expose students to humanists throughout history, we are able to show that white people have a legacy and responsibility to fight for racial justice. This provides students with alternative models – beyond those that perpetuate white supremacy.
Highlights
On May 25, 2020, the world witnessed the brutal suffocation and murder of George Floyd, a Black man, at the hands of Minneapolis police officers
As the current COVID-19 pandemic continues, and with increased interest in online learning, it is vital that teachers and professors seek new pedagogy and tools to teach about racism
The purpose of the research described in this article is to examine whether the effectiveness of an abolitionist integrated curriculum could be transferred to online teaching
Summary
On May 25, 2020, the world witnessed the brutal suffocation and murder of George Floyd, a Black man, at the hands of Minneapolis police officers. While these public lynchings are not a new reality, the prevalence of cell phones has changed our collective consciousness because we, too, see and witness the brutality. As a seminal educational scholar, Woodson focuses our attention to schooling as an institution that cultivates white supremacy Building on this idea, this study focuses on curriculum. On online curriculum that addresses history and social justice issues (McBean & Feinberg, 2020) To this end, our study examined whether a virtual 1-hour presentation on white abolitionists/humanists can impact students’ understanding of racial justice, collective belonging, and connection to co-conspirators (Love, 2019). Students who are exposed to white humanists from United States history, learn that white people, in our historical record, have challenged white supremacy and have a legacy in fighting, in collaboration with People of Color, for racial justice. Awakened to the full complexities of white supremacy in education, we will establish the grounds by which to nurture a new direction for the psycho-social integration of white Euro-Americans living in this diverse nation
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